Juan G. Berumen
Ethnic Studies Department
Hazel Coronado-Viera, Undegraduate Research Fellow
The Quiet Before the Storm: Preparing Ethnic Studies High School Teachers to Implement AB101
Project Abstract
In 2021, Governor Newsom approved the passage of California State Assembly Bill 101, a pivotal legislative mandate that necessitates one semester of Ethnic Studies for high school graduation. Although momentous and a right step towards supporting Latine student achievement, the passage of AB101 comes with its challenges. With a critical shortage of qualified high school teachers, often in schools with a high proportion of Latine students, who will teach these courses? How will this shortage impact and further support Latine student achievement, a crucial selling point for AB 101 passage? Fortunately, ongoing statewide initiatives are actively tackling this imperative, diligently working to empower high school teachers in aligning with the Ethnic Studies Model Curriculum as early as the 2024-25 Academic Year. However, as the implementation date rapidly approaches, how are teachers experiencing such support? How can research become a strategic partner and aid these efforts?
Therefore, this quantitative research study will examine the implementation of AB101, focusing on understanding and analyzing these multifaceted strategies, resources, and support mechanisms put in place to prepare Ethnic Studies high school teachers and ensure the effective and seamless integration of Ethnic Studies into the high school curriculum. More specifically, how are efforts positioning these teachers to engage and empower Latine students to achieve academic success while honoring the advocacy spirit of Ethnic Studies?